Model how technology can support teachers in increasing:
Visual learning (digital images) [For additional information see Bull, G. L. & Bell, L. (eds.) (2005). Teaching with digital images. Washington, DC: ISTE Publications].
Multiple formats for classroom resources
24 x 7 access to classroom resources
Knowledge construction by students
Inclusion for learners with differences
Create a “big picture” that models a vision rather than focus on instruction with one technology tool.
A distributed technology approach based on the unique profile of the learner
The multiplying force of using a group of technology tools, rather than one specific one
Technology in support on inquiry based instruction (project based learning)
So What
To increase inquiry-based teaching and facilitate digital equity.
To provide an alternative model for how technology resources are used by the learner in situations where technology resources are limited (i.e. may not be 1-to-1 computer, wireless, multiple computer labs, etc.)
Now What
We're going to do a simulation.
You will experience another framework to use in planning technology integration that supports inquiry-based teaching, facilitates digital equity, and is supported by research.
The Lesson: Background Information
Uses the Hands-On Elementary Science Instructional Model of Project-Based Science (TERC, 1994).
The lesson is part of an introductory unit that spans up to six class sessions (45-50 minutes/class).
It takes places early in the school year.
Learners have different comfort levels and experience with this model of instruction.
Technology is integrated in multiple ways: stations, to provide learners' access to multiple formats of curriculum materials based on their learning profile (i.e. not every learner will use the technology tools in the same way).
Unit Objectives
Familiarize learners with project-based science and provide practice in it.
Increase understanding of the nature of science/scientific process.
Increase understanding of why science experiments are standardized.
Increase learner comfort with making predicitons, explaining their thinking and reflection.
Create classroom norms/expectations: learners make predictions, engage in reflective thinking, learn both individually and in community.
Create classroom norms about technology: tools, not all learners will use the same tool, equality is providing learners with what they need to reach their full potential. For example: A native speaker, with grade level reading and writing skills could use the paper copy if equipment to access electronic copy is limited. The needs of a non-native speaker could be the reason that they use a web-based text of the laboratory journal that accesses an online dictionary for translation
What We Intend to Do
Model how technology can support teachers in increasing:
Visual learning (digital images) [For additional information see Bull, G. L. & Bell, L. (eds.) (2005). Teaching with digital images. Washington, DC: ISTE Publications].
Multiple formats for classroom resources
24 x 7 access to classroom resources
Knowledge construction by students
Inclusion for learners with differences
Create a “big picture” that models a vision rather than focus on instruction with one technology tool.
A distributed technology approach based on the unique profile of the learner
The multiplying force of using a group of technology tools, rather than one specific one
Technology in support on inquiry based instruction (project based learning)
So What
To increase inquiry-based teaching and facilitate digital equity.
To provide an alternative model for how technology resources are used by the learner in situations where technology resources are limited (i.e. may not be 1-to-1 computer, wireless, multiple computer labs, etc.)
Now What
We're going to do a simulation.
You will experience another framework to use in planning technology integration that supports inquiry-based teaching, facilitates digital equity, and is supported by research.
The Lesson: Background Information
Uses the Hands-On Elementary Science Instructional Model of Project-Based Science (TERC, 1994).
The lesson is part of an introductory unit that spans up to six class sessions (45-50 minutes/class).
It takes places early in the school year.
Learners have different comfort levels and experience with this model of instruction.
Technology is integrated in multiple ways: stations, to provide learners' access to multiple formats of curriculum materials based on their learning profile (i.e. not every learner will use the technology tools in the same way).
Unit Objectives
Familiarize learners with project-based science and provide practice in it.
Increase understanding of the nature of science/scientific process.
Increase understanding of why science experiments are standardized.
Increase learner comfort with making predicitons, explaining their thinking and reflection.
Create classroom norms/expectations: learners make predictions, engage in reflective thinking, learn both individually and in community.
Create classroom norms about technology: tools, not all learners will use the same tool, equality is providing learners with what they need to reach their full potential. For example: A native speaker, with grade level reading and writing skills could use the paper copy if equipment to access electronic copy is limited. The needs of a non-native speaker could be the reason that they use a web-based text of the laboratory journal that accesses an online dictionary for translation
Visual Warm-Up Following Lunch: A Vision of K-12 Students Today
Hands-On Elementary Science Instructional Model of Project-Based Science (TERC, 1994).